Internship Log Summer 2017 Semester Log #3 Your Name: Jeannine Dearmon

For easy reference for your internship mentor, please complete the chart below summarizing your 2 PBL projects.

Title of Project Name & Contact Information of Site Based Supervisor

PEDU-628 School Personnel Admin: Electronic Professional Portfolio including philosophy, Name: Mr. Christopher Hart
vision and strategies for vision, positive school culture, best practices for instructional Email: christopher_hart@ccpsnet.net
programs, procedures for managing resources, procedure for use of disaggregated data, Phone: 804-639-6352
working with parents and the community, theories and experiences, leadership activities,
presentations led, leadership meetings attended, professional commendations received, and
educational resume.
PEDU-671 Supervision and Evaluation of Instruction and Instructional Programs: School Name: Mr. Christopher Hart
Improvement Plan - make data-driven decisions, set goals, develop effective strategies to Email: christopher_hart@ccpsnet.net
accomplish the goals. Set 3-5 clearly delineated goals from a needs assessment. Evaluate and Phone: 804-639-6352
Develop a Vision Statement, create a needs assessment, create an Improvement plan
document, and create a presentation.
don't copy/paste in the time boxes
below-it ruins formatting

Date Start Time End Time Total Time What did you work on? Topic Area Related NELP Standards
(round to 1/4 (round to 1/4 (brief description of overall project + specific tasks (by element number)
hour) hour) accomplished)

behavior
management,
scheduling and
logistics, parents, Element 1.3, 4.1, 4.2, 4.4,
summer school site coordinator - regular administrative duties of
7/19/2017 8:15 AM 1:30 PM 5:15:00 instructional Elementary 6.1, 6.2, 6.4, 7.1, 7.2, 7.3,
summer school assistance, student 7.4
services, educational
facilities operation
and maintenance,

behavior
management,
scheduling and
summer school site coordinator -Held a post observation conference, logistics, parents, Element 1.3, 4.1, 4.2, 4.4,
7/20/2017 8:15 AM 1:30 PM 5:15:00 ran STEAM Thursday- organized groups to participate in STEAM instructional Elementary 6.1, 6.2, 6.4, 7.1, 7.2, 7.3,
activities for K-2 and 3-2, handled attendance assistance, student 7.4
services, educational
facilities operation
and maintenance,
 behavior
management,
scheduling and
logistics, parents, Element 1.3, 4.1, 4.2, 4.4,
summer school site coordinator - regular administrative duties of
7/24/2017 8:15 AM 1:30 PM 5:15:00 instructional Elementary 6.1, 6.2, 6.4, 7.1, 7.2, 7.3,
summer school assistance, student 7.4
services, educational
facilities operation
and maintenance,

Met with principal to obtain information on data for my school data, scheduling, Element 1.3, 4.1, 4.2, 4.4,
7/24/2017 1:30 PM 2:30 PM 1:00:00 improvement plan PBL - went over our current SIP and what issues insructional Elementary 6.1, 6.2, 6.4, 7.1, 7.2, 7.3,
we will be focusing on for the next school year. assistance 7.4

behavior
management,
scheduling and
logistics, parents, Element 1.3, 4.1, 4.2, 4.4,
summer school site coordinator - regular administrative duties of
7/25/2017 8:15 AM 1:30 PM 5:15:00 instructional Elementary 6.1, 6.2, 6.4, 7.1, 7.2, 7.3,
summer school assistance, student 7.4
services, educational
facilities operation
and maintenance,

logistics, facilities
Helped to cover the office during principal meeting - answered
7/25/2017 1:30 PM 5:00 PM 3:30:00 operations, Elementary Element 7.1, 7.2, 7.3
phones, took messages, signed in deliveries scheduling

behavior
management,
scheduling and
summer school site coordinator - regular administrative duties of logistics, parents, Element 1.3, 4.1, 4.2, 4.4,
7/26/2017 8:15 AM 1:30 PM 5:15:00 summer school, orgainized a schedule for a visiting program for instructional Elementary 6.1, 6.2, 6.4, 7.1, 7.2, 7.3,
summer school assistance, student 7.4
services, educational
facilities operation
and maintenance,

behavior
management,
scheduling and
summer school site coordinator - regular administrative duties of logistics, parents, Element 1.3, 4.1, 4.2, 4.4,
7/27/2017 8:15 AM 1:30 PM 5:15:00 summer school, had to work with a kindergarten student who had instructional Elementary 6.1, 6.2, 6.4, 7.1, 7.2, 7.3,
trouble at recess. Completed a "think sheet" with him. assistance, student 7.4
services, educational
facilities operation
and maintenance,
 behavior
management,
scheduling and
logistics, parents, Element 1.3, 4.1, 4.2, 4.4,
summer school site coordinator - regular administrative duties of
7/31/2017 8:15 AM 1:30 PM 5:15:00 instructional Elementary 6.1, 6.2, 6.4, 7.1, 7.2, 7.3,
summer school assistance, student 7.4
services, educational
facilities operation
and maintenance,

behavior
management,
scheduling and
logistics, parents, Element 1.3, 4.1, 4.2, 4.4,
summer school site coordinator - regular administrative duties of
8/1/2017 8:15 AM 1:30 PM 5:15:00 instructional Elementary 6.1, 6.2, 6.4, 7.1, 7.2, 7.3,
summer school assistance, student 7.4
services, educational
facilities operation
and maintenance,

TOTAL HOURS 46:30:00

Site Based Advising
Administrator/Supervisor Signature:

Total hours 134:30 hours

this
semester:
Article 3: A Turn Around Success Story by Chuck Salina, Suzann Girtz, and Joanie Eppinga

This article is about a high school named Sunnyside High School in Sunnyside, Washington. They were in the bottom 5% of the state in graduation rates, had a high dropout rate, 95% of
the students are on free or reduced lunch and 15% were ELLs. When the principal came to the school there was low morale with the staff and students. The students did not have high
expectations for themselves and had lost their focus. Amazingly by 2016, the graduation rate had gone from 49% to 91%!!! The new principal, Chuck Salina received a School Improvement
Grant and worked on a new framework that guided the thinking of the school. It included three main areas: High expectations, social supports to achieve desired results, and relational
trust. This article focused on the last part, relational trust.

Many teachers feel that when there is a "change" it is done without any input from the staff. For change to occur though, every person within that school needs to feel that their views
are important and valued. Trust will motivate people and bring risk taking. In order to build that trust, Chuck took his leadership team of five people and assigned each person 20 - 25 staff
members. One on one conversations were done on a regular basis and included a common list of questions such as "What is the school doing well?" and "What should we do differently?"
After gathering all the information shared, the leadership team created an action plan focusing on the support that the teachers felt that they needed from the leadership. The three areas
that the staff had issues with were behavior management, social-emotional issues, and achievement.

To help with the academic areas, peer tutoring and after school help was started. To help with the social emotional learning, there was a group developed to help the Freshman
transition to high school and have a group of students to socialize with. The one-on-one meetings continued to see if the plans implemented were working and keeps the open doors of
communication open to make sure all staff member felt that they were being heard. This school proved the idea that when you get input from the people who will be impacted by the
change, they are more likely to support you when you make changes. Also, the vision becomes a whole school vision and not just the administration vision.

I really loved seeing how this school completely changed in just four years due to the fact that the administration listened to what the teachers and students were really saying about
what was working and what was not. I love the idea of having the one-on-one conferences and would hope to do something like this with my staff when I become an administrator. When
teachers have a chance to share what they feel they are struggling with or what they see that is working, then their feelings are validated and they are more likely to be supportive of the
administrative team. This also helps to keep up staff morale which is important in maintaining and retaining teachers.

Link to article: http://www.educationalleadership-digital.com/educationalleadership/2017summerfree/?pg=74&pm=2&u1=friend

Pg. 2: Notes & Reflections (optional for first two log submissions, required for final).

What have you learned from these leadership responsibilities?

This intern cycle allowed me to experience the actual role of an administrator more than any others. I was in charge of summer school so I had many responsibilities. I began by hiring the
teachers that would work in my program. I chose the staff and sent them contracts. Next, I had to collect data on students who were able to attend summer school for free due to the fact
that they were in the lower quartile with their grades. This involved creating a spreadsheet, contacting teachers, collecting the grades/data, creating a letter to send to the parents of these
students, and then making sure these students were registered. This year both the hiring and the student registration process was done completely online so there were many kinks to work
out. I did like having less paperwork to keep track of but there were many issues in hiring and registration. In order to work in summer school, an online registration had to be completed in
the online HR portal. Some teachers did not want to take the time to do this or were unsure how to do this. Because of this, the county had fewer teachers in the pool to choose from. This
caused teacher shortages in some schools. There was also an issue with registration since the parents had to also register their child online. Some parents didn't have a computer or had
trouble entering in all the information that was expected. One of my jobs was to go in and verify that all the information was correct. This was time-consuming and required that I contact
some parents if the information was not correct.

Before summer school I had to prepare classroom lists, order supplies using a given budget, create an agenda for my faculty meeting, and get the equipment needed for technology. This
allowed me to see all that goes in to beginning a "school year" but on a much smaller scale. I had to make MANY "to do" lists in order to keep up with everything. Once summer school
began, I took the role of an administrator by working with parents who had not registered, handling discipline, making copies for teachers, planning STEM activities for the classes,
Pg. 2: Notes & Reflections (optional for first two log submissions, required for final).

What have you learned from these leadership responsibilities?

This intern cycle allowed me to experience the actual role of an administrator more than any others. I was in charge of summer school so I had many responsibilities. I began by hiring the
teachers that would work in my program. I chose the staff and sent them contracts. Next, I had to collect data on students who were able to attend summer school for free due to the fact
that they were in the lower quartile with their grades. This involved creating a spreadsheet, contacting teachers, collecting the grades/data, creating a letter to send to the parents of these
students, and then making sure these students were registered. This year both the hiring and the student registration process was done completely online so there were many kinks to work
out. I did like having less paperwork to keep track of but there were many issues in hiring and registration. In order to work in summer school, an online registration had to be completed in
the online HR portal. Some teachers did not want to take the time to do this or were unsure how to do this. Because of this, the county had fewer teachers in the pool to choose from. This
caused teacher shortages in some schools. There was also an issue with registration since the parents had to also register their child online. Some parents didn't have a computer or had
trouble entering in all the information that was expected. One of my jobs was to go in and verify that all the information was correct. This was time-consuming and required that I contact
some parents if the information was not correct.

Before summer school I had to prepare classroom lists, order supplies using a given budget, create an agenda for my faculty meeting, and get the equipment needed for technology. This
allowed me to see all that goes in to beginning a "school year" but on a much smaller scale. I had to make MANY "to do" lists in order to keep up with everything. Once summer school
began, I took the role of an administrator by working with parents who had not registered, handling discipline, making copies for teachers, planning STEM activities for the classes,
coordinating breakfast and lunch schedules, handling transportation, and performing fire drills. Again I learned the many tasks that go in to running a school each day and it can be
overwhelming at times. I did have the opportunity to go and spend some time with the students in the classroom which I really enjoyed doing. As an administrator, I think that I will need to
go visit the classrooms daily because that is what I would miss the most . . . working with the students.

I did have a discipline situation that was a good test for me. I had two students who were physically fighting each other on the bus ride over from the other elementary school we are
combining with for summer school. Since these two boys were from the other school, I did not know their background or much about them. When the bus arrived, I was told about the
situation and brought them up to the office. I interviewed each of the boys, took notes, and had them complete a "think sheet". Their punishment was assigned seats on the bus and a
warning. I then called their parents and told them both what had happened. I wrote up a whole page of notes on the situation in order to cover myself incase anything happened later.
Well, the next day I heard that one of the boys had gone to see a doctor because his stomach seemed bruised. I got a bit nervous and so I pulled more witnesses and took more notes. I
found out more about the story and then reached out to the parent. Everything ended up being ok, but I realized the responsibility I had when it came to documentation and handling
discipline.

Another opportunity I had this time was to attend a world conference on technology and then come back and plan for the new STEAM resource teacher position. As a team member of the
Innovation team at school, I was able to attend a conference and learn about all the new ideas that I could come back and integrate within my new position and with teachers in the
classroom. I attended multiple sessions and networked with teachers across the world. When I returned, I met with the other six new STEAM resource teachers and our administrative
leader to plan the curriculum for the upcoming school year. Since this is a new position, I am part of the curriculum team and we get to design the curriculum. This is very exciting to be a
part of something brand new and to be the one who helps to develop something that will be an example for future teachers.
What questions have you had while working on them?

The questions that I had this time were more questions that I would be asking myself along the way. This was my third year as a summer school administrator at my school and I have found
that it has become a bit easier each time I have done it because I have learned what works and what does not. I find that I am constantly asking myself if this is what I truly want with the
rest of my education career and I have mixed feelings. I love helping students and being able to plan and organize programs for them, but I do not like all the paperwork and discipline
responsibilities. I will really miss the students and being able to see their faces when they learn something new or figure out a problem. That is where my love continues to lie. I think I am a
teacher leader, but as time goes on I might find myself becoming more of a school leader.

There is a position in our county called Dean of Students, which is a leadership opportunity but with a teacher contract. This position is part of the administrative team but has the
opportunity to work more with the students. There is an expectation that this position would then move to an Assistant principal and I am not sure that is the direction I would like to go. I
wonder if I could just take a position like this and stay in this position??? It would allow me to continue to work with the students and have time to also support my administration too.

What are some connections you've seen between these projects and the coursework you have been doing?

The final projects that I have been working on this semester really wrap up all the coursework from the whole program. Creating the eportfolio forced me to reflect on all the reasons why I
am seeking the leadership endorsement. I had to create my mission, philosophy, resume, and organize thoughts on how I would make a great leader for a school. Knowing all the aspects
that go in to running a school helped to organize my eportfolio and create a tool that I can share with others.

With the school improvement plan, I have been on the committee to help create this in years past so this was a good experience to sit and work with my principal on all the data collected.
There were parts of the plan that I was able to help him with for this coming year and will continue to be an integral part with as I move into my new position as the STEAM teacher and
head of the innovation team. Budget, data, and overall school climate drive the SIP and I have seen this first hand as I have worked on this project.